• Research in Community and Public Health Nursing
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• v.33 no.3
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• pp.312-320
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• 2022

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.819-845
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• 2017

Although testing is usually done for purposes of assessment, previous research over the past 100 years indicates that testing is an effective tool for learning. Testing or retrieval practice of previously studied materials can enhance learning of that previously studied information and/or learning of subsequently presented new information. The former is referred to as the backward effect of testing whereas the latter is referred to as the forward effect of testing. Thus far, however, the literature has not isolated these two effects and most previous research focused on the backward effect. Only recent laboratory research provided evidence that there is a forward effect of testing. The present study provides a review of research on this forward and backward effect of testing, focusing on testing procedures of the effects, empirical evidence, current theoretical explanations, and issues to resolve in order to make use of testing effect in educational settings. The reviews clearly show that testing enhances memory of previously learned information by working as memory modifier and learning of newly presented information by affecting learners' metacognition, implying that testing is not just an assessment of learning, but also an effective tool for learning.

• Journal of East Asia Management
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• v.4 no.2
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• pp.39-62
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• 2023

Online and offline mixed teaching mode has become an important way to promote the connotative development of higher education. Under the background that offline teaching has become mature, in order to further promote the development of online education, and promote the implementation of the mixed teaching mode, to mix and to provide basis for the construction of the mixed teaching mode, this study takes the online learning effect as the evaluation basis, adopts the online questionnaire survey to conduct statistical analysis of the online learning behavior of 2213 college students, and discusses the differentiation phenomenon of online learning groups from the micro, meso and macro perspectives. It is found that there are significant differences in the online learning effect of college students in terms of the type of learning platform, whether the school implements the online offline mixed teaching mode, education background, grade (bachelor's degree), and region. Colleges and universities should strengthen the promotion of online and offline mixed teaching mode; The online learning platform should improve the platform function and strengthen the functional differentiation design of learning resources for students. Education departments pay attention to the learning effect of online learners in different regions, and bridge the gap in regional education.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.21-27
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• 2022

Purpose: The purpose of this study is to investigate the structural relationship between self-directed learning, online class environment, and learning satisfaction of general high school students. 219 12th grade students in Sejong B High School responded to the survey questionnaire. For data analysis, correlation analysis and structural equation models were implemented. Results are as follows. First, there was a moderate or higher correlation between self-directed learning, online class environment, and learning satisfaction. Second, the model fit of the structural model among variables was good. Self-directed learning had an effect on the online class environment, and the online class environment had a positive effect on learning satisfaction. However, self-directed learning had no statistically significant effect on learning satisfaction. The researcher found the implication that learners' online class satisfaction showed a synergistic effect when students' self-directed learning ability and educators' excellent class environment are created. Also, the researcher proposed to analyze online learning satisfaction by comprehensively considering the individual, family, and school factors of various learners.

• Journal of Internet Computing and Services
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• v.10 no.5
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• pp.135-143
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• 2009

The purpose of this study is to examine the variables related to the students' e-learning participation that have an effect on learning achievement in e-learning environment of cyber universities. Based on the related research, the followings are derive. First, students' attendance and participation in discussion showed higher correlation with the learning achievement than other participation variables. However, the total studying time in online classes showed lower correlation with the learning achievement. Second, the variables that have an effect on the learning achievement were in the order of students' attendance, participation in discussion, access frequency to online classes, learning progress and number of data uploads. Third, by the learners' background, the difference among the variables that have an effect on learning achievement were found. Based on the results above, this study suggests considerations about participation variables to enhance the learning achievement in cyber universities.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.1-14
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• 2016

The purpose of this study is to develop SPA system using diagnostic and formative assessment in earth science classes in order to discuss its effect on learning achievement and self-directed learning attitude. For this purpose, we developed total management system, app for teachers, and app for students. This research was practiced to 76 students in 5th grade. The results are as follows. Firstly, the group taking a class used by app for diagnostic and formative assessment had an effect of improving learning achievement. However, as for learning achievement long term endurance test, the group taking a class using app for diagnostic and formative assessment had no effect. Secondly, the group taking a class using apps for diagnostic and formative assessment had an effect of improving learners' self-directed learning attitude. As for self-directed long-term endurance test, the group taking a class using app for diagnostic and formative assessment had an effect. In conclusion, I hope that this SPA system might apply to the science classes as it is a system that will satisfy the needs of both teachers and students, giving much needed feedback to students.

• KDI Journal of Economic Policy
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• v.43 no.4
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• pp.1-21
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• 2021

This paper aims to investigate whether there is empirical evidence supporting the learning-to-export hypothesis, which has received little attention in the literature. By taking full advantage of plant-product level data from Korea during 1990-1998, we find some evidence for the learning-to-export effect, especially for the innovated product varieties with delayed exporters: their productivity, together with research and development and investment activity, was superior to their matched sample. On the other hand, this learning-to-export effect was not significantly pronounced for industries protected by import tariffs. Thus, our empirical findings suggest that it would be desirable to implement certain policy tools to promote the learning-to-export effect, whereas tariff protection is not justifiable for that purpose.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.177-188
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• 2000

Mathematics is extreme the differences of the scholarly attainments in comparison with other subjects at a middle school. Specially, the students at islands and places leave much to be desired the scholarly attainments standards of mathematics. Therefore, every school takes movement class according to level these days. And the small schools put in effect the cooperation of group work through the small groups. These classes are effective at the scholarly attainments extension to some degree, but each student is extreme the differences of scholarly attainments. On this, the small school was the subject of study at the present research and put in effect the cooperation of group work through the small groups. The students were divided in three groups; the top class, average, the low class, And they were offered the fitting textbooks matching the cooperation of group work and the opportunities of discovery learning fitting an individual ability and standard. Consequently, some educational materials were made, for example, question papers, commonness learning materials, choice learning materials. These materials were put in effect to the students to be able to succeed discovery learning. With this, the students were investigated an interest of mathematics and the influence giving at the studies attainment. And the students were put in effect the cooperation of group work through the small groups to improve uniformity and sturdiness of the mathematical education. The conclusion at the present research is as follows. 1) When the students put in effect the cooperation of group work through the small groups, the scholarly attainments of mathematics totally didn't display useful changes as improvement. However, the students of average and the low class gradually seemed to improve the scholarly attainments of mathematics as the help of the top class positively. 2) An individual and cooperation learning in the method of the cooperation of group work through the small groups displayed many changes at the learning attitude of the students by means of discovery learning thanks to the learning heads. 3) When the investigator put in effect the cooperation of group work through rather the small groups than the large groups, the numbers of the students experiencing interest about mathematics increased in 26% and this learning method should continue to progress.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.4
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• pp.183-199
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• 2024

Employees with a high learning orientation are more likely to identify a multitude of entrepreneurial opportunities created by the Fourth Industrial Revolution and readily develop innovative solutions. Therefore, understanding the structural link between employees' learning orientation and entrepreneurial intention is of great academic interest. Despite its importance, this relationship remains under-researched. This study investigated the mediating effect of entrepreneurship in the relationship between Korean employees' learning orientation and entrepreneurial intention, and verified the moderating effect of entrepreneurial experience in those relationships. The empirical analysis results of our study are as follows. First, employees' learning orientation had a significant positive effect on entrepreneurial intention. Second, there was a full mediating effect of entrepreneurship in the relationship between employees' learning orientation and entrepreneurial intention. This means that employees with a high learning orientation tend to have high entrepreneurship, and this high entrepreneurship can be a decisive factor in increasing their entrepreneurial intention. Third, the moderating effect of entrepreneurial experience was empirically confirmed in the relationship between learning orientation and entrepreneurship. This indicates that employees with higher learning orientation and more entrepreneurial experience generally exhibit higher levels of entrepreneurship. However, it was confirmed that the interaction term between learning orientation and entrepreneurial experience had a significant negative effect on entrepreneurship. Fourth, it was found that there exists a fully mediated moderation effect of entrepreneurial experience through entrepreneurship in the relationship between learning orientation and entrepreneurial intention.

• Journal of the Korea Society of Computer and Information
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• v.21 no.11
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• pp.135-139
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• 2016

This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.